Develop thePresent Level of Academic Achievement and Functional Performance (PLAAFP) that includes a summary of assessment data, strengths and weaknesses, and the impact of the disability on the students educational progress. The PLAAFP should include a narrative of student strengths and weakness, parental input, behavioral concerns, and testing data. Address the following considerations (see VDOE IEP Guidance Document, 2011, pp. 12-14). NOTE: Use the case study (see the attached case studies document) that aligns with the special education endorsement area (ECSE, GCK12, or ACK12) that you are seeking in your teacher education program.
Consider the grade-level content standards for the grade in which the student is enrolled or would be enrolled based on the age of the student. What is the content area standard? What does the content area standard say that the student must know and be able to do?
Analyze the classroom and student data to determine where the student is functioning in relation to the grade-level standards.
Consider the factors related to the students disability and how they affect how the student learns and demonstrates what the student knows. Include data from evaluations, classroom and state assessments, observations, information from students and parents, and other resources. Identify the skills and knowledge that the student needs to achieve to meet the academic grade-level content standards. Identified needs will be used to develop the annual IEP goals and short-term objectives.
Present Level of Academic Achievement and Functional Performance (PLAAFP)
Student Information
- Name: Alex Johnson
- Age: 6 years old
- Grade: 1st Grade
- Disability: Autism Spectrum Disorder (ASD)
Summary of Assessment Data
Alex was assessed using a combination of standardized tests, classroom performance data, and observations. The results indicate the following:
- Academic Achievement:
- Reading: 1st Grade Level (scoring in the 25th percentile)
- Mathematics: 1st Grade Level (scoring in the 30th percentile)
- Writing: Below 1st Grade Level (scoring in the 15th percentile)
- Functional Performance:
- Social Skills: Alex demonstrates difficulty in initiating and maintaining conversations with peers, showing limited engagement during group activities.
- Self-Regulation: Alex struggles with impulse control, often becoming overwhelmed in busy classroom environments.
Strengths and Weaknesses
Strengths:
- Alex shows a keen interest in animals and nature, often engaging in conversations about these topics.
- He can independently complete simple math problems using manipulatives.
- He exhibits strong visual learning abilities, often excelling in tasks that involve pictures or diagrams.
Weaknesses:
- Reading Comprehension: Difficulty understanding and recalling story elements, often relying on pictures instead of text.
- Social Interaction: Limited ability to engage with peers, resulting in fewer friendships and increased feelings of isolation.
- Writing Skills: Struggles with fine motor skills which affects handwriting clarity and the ability to express thoughts in writing.
Impact of Disability on Educational Progress
Alex’s Autism Spectrum Disorder significantly affects his social interactions and communication skills, which are crucial for success in the classroom. His challenges in reading comprehension hinder his ability to access the curriculum effectively. The lack of social engagement impacts his emotional well-being and motivation to participate in group activities, which are essential components of the first-grade learning environment.
Parental Input
Alex’s parents report that he enjoys reading animal-related books at home and often shares facts he learns. However, they also express concerns about his reluctance to participate in group activities and his frustration with writing assignments. They are eager for strategies that will help him develop social skills and improve his confidence in both academic and social settings.
Behavioral Concerns
In the classroom, Alex occasionally displays signs of frustration when tasks become challenging, leading to brief outbursts or withdrawal from group activities. His teacher has noted that providing clear, structured instructions helps reduce his anxiety and promotes better engagement.
Testing Data
Recent standardized assessments confirm that Alex’s performance is below grade level in reading and writing while approaching grade level in mathematics. Observations during state assessments reveal that he requires additional time and support to complete tasks, particularly in reading comprehension.
Skills and Knowledge Needed
To meet the academic grade-level content standards, Alex needs targeted interventions in the following areas:
1. Reading:
- Focus on comprehension strategies, such as predicting outcomes and summarizing main ideas.
- Use of visual aids and graphic organizers to enhance understanding.
2. Writing:
- Development of fine motor skills through practice with writing tools.
- Encouragement of expressive writing through prompts related to his interests.
3. Social Skills:
- Participation in structured social skills groups to practice turn-taking, sharing, and conversation skills.
- Opportunities for cooperative learning activities to foster peer interactions.
Conclusion
In summary, Alex Johnson is a bright student with unique strengths and challenges due to his Autism Spectrum Disorder. By addressing his academic weaknesses and supporting his social-emotional growth, we can create an Individualized Education Plan (IEP) that aligns with his needs and promotes success within the first-grade curriculum. The identified needs will guide the development of annual goals and short-term objectives designed to help Alex progress toward achieving grade-level standards.